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| Author(s): |
Clarissa Maria Marques Ogeda
Total Authors: 1
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| Document type: | Master's Dissertation |
| Press: | Marília. 2020-02-19. |
| Institution: | Universidade Estadual Paulista (Unesp). Faculdade de Filosofia e Ciências. Marília |
| Defense date: | 2020-02-14 |
| Advisor: | Miguel Claudio Moriel Chacon |
| Abstract | |
In current days, the need for an inclusive society and school that consider individual differences is becoming increasingly consensual. When we talk about the target audience of Special Education, we have that students with gifted behavior are the only ones who have always been inserted in schools, but unfortunately invisible to the eyes of the school community. Based on this assumption, although these subjects were mentioned for the first time in the legislation more than 40 years ago, the topic is still permeated by many myths, one of which is perceived to be more inculcated in the social imagination is that the student with gifted behavior has no weaknesses. If myths were not enough, there are some phenomena that express themselves by behaviors similar to these students and that can cause diagnostic errors, such as ADHD. In the literature, there has been a growing acceptance of the fact that these behaviors can also verify the individual members, resulting in a double exceptionality, which causes different manifestations and forms a subgroup in the population of students with gifted behavior. The similarity of characteristics and the lack of information about the two phenomena and the double exceptionality causes that these students are not properly identified and consequently served as their needs. At the same time, the incidence of ADHD in gifted students has been increasing at an unexpected rate, and these students tend to have socio-emotional problems, which puts them in a vulnerable situation. It seems to be time for the gifted education area to prioritize studies on these special subpopulations. In this context, the general objective of this research was to identify indicators of giftedness and ADHD in early students with gifted behavior and in students with the diagnostic hypothesis of ADHD. The specific objectives were: to identify indicators of giftedness and ADHD, by the parents/guardians evaluation; evaluate the Social Skills repertoire, through parental/guardian assessment and self-assessment protocol; perform a preliminary identification of cases of double exceptionality; investigate the perception of parents/guardians about students inserted in the phenomena researched; comparatively analyze similarities and differences in the indicators found in each of the groups and evaluate the relation of the data with the indicators of double exceptionality. The subjects were 12 students from six to thirteen years old and their respective parents/guardians, a total of 36 participants. To achieve the objectives, five instruments were used, namely: Sociodemographic and Socio-Emotional Assessment Questionnaire, Gifted Associated Characteristics Checklist, MTA-SNAP IV, a semi-structured interview script and the Social Skills Assessment System. Data collection and analysis were performed together with a psychologist, since this instrument is restricted to use. Two students with double exceptionality indicative were identified, one in each group. The aim is to be increasingly aware and recognized that students with gifted behavior and/or ADHD are being neglected by the lack of identification of this double exceptionality. (AU) | |
| FAPESP's process: | 18/01362-7 - Precocity, giftedness and attention deficit disorder/hyperactivity: identification of indicators in the parent's conception |
| Grantee: | Clarissa Maria Marques Ogeda |
| Support Opportunities: | Scholarships in Brazil - Master |